ERIC Number: EJ821305
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 0
Graphical Feedback to Increase Teachers' Use of Incidental Teaching
Casey, Amy M.; McWilliam, R. A.
Journal of Early Intervention, v30 n3 p251-268 2008
The purpose of this study was to examine graphical feedback, a rarely used method for improving the quality of preschool teaching. Twenty-one lead and assistant teachers participated in the study, although data were analyzed by assessing how much incidental teaching the 10 participating preschoolers with disabilities received. After receiving information about incidental teaching, teachers reviewed a graph each day displaying their use of incidental teaching with the child with disabilities during previous observations. A multiple-baseline design across participants was used to measure the effect of the feedback on teachers' behavior. Teachers in all classrooms increased their use of incidental teaching when information about incidental teaching and graphical feedback were provided.
Descriptors: Feedback (Response), Early Intervention, Preschool Teachers, Preschool Children, Disabilities, Special Education, Graphs, Teaching Methods, Educational Strategies, Teacher Improvement
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A